Theme Essential Question: How is reading a script for a play or speech or poem different than actually performing dramatically?
Essential Questions:
How does the purpose of a text influence the way it is presented or used?
How do I determine what evidence is relevant?
What steps do I take to write an effective argument?
Standards (Focus)
RL.8.7 Integration of Knowledge and Ideas: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
W.8.1 Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence.
SL.8.3 Comprehension and Collaboration: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
S.L.8.3a
(Ongoing)
SL.8.1a Comprehension and Collaboration: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.8.1b Comprehension and Collaboration: Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
SL.8.1c Comprehension and Collaboration: Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
SL.8.1d Comprehension and Collaboration: Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
S.L.8.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)
W.8.1a Text Types and Purposes: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically,
W.8.1bText Types and Purposes: support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.8.1c Text Types and Purposes: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reason, and evidence.
W.8.1d Text types and Purposes: Establish and maintain a formal style.
W.8.1e Text types and Purposes: Provide a concluding statement or section that follows from and supports the argument presented.
W.8.2a Text Types and Purposes: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.8.2b Text Types and Purposes: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
W.8.2c Text Types and Purposes: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
W.8.2d Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.8.2e Text Types and Purposes: Establish and maintain a formal style.
W.8.2f Text Types and Purposes: Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.8.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.)
W.8.5 Production and Distribution of Writing: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addresses. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 on page 53.)
W.8.6 Production and Distribution of Writing: Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
W.8.7 Research to Build and Present Knowledge: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
W.8.9a Research to Build and Present Knowledge: Apply grade 8 standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
W.8.9b Research to Build and Present Knowledge: Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
RI.8.1 Key Ideas and Details: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
RI.8.3 Key Ideas and Details: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
RI.8.6 Craft and Structure: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
L.8.1a Conventions of Standard English: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
L.8.1b Conventions of Standard English: Form and use verbs in the active and passive voice.
L.8.1c Conventions of Standard English: Form and use verbs in the indicative, imperative, interrogative, conditional, subjunctive mood.
L.8.1d Conventions of Standard English: Recognize and correct inappropriate shifts in verb voice and mood.
L.8.2a Conventions of Standard English: Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
L.8.2b Conventions of Standard English: Use an ellipsis to indicate an omission.
L.8.2c Conventions of Standard English: Spell correctly.
L.8.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.8.5a Vocabulary Acquisition and Use: Interpret figures of speech (e.g. verbal irony, puns) in context.
L.8.5b Vocabulary Acquisition and Use: Use the relationship between particular words to better understand each of the words.
L.8.5c Vocabulary Acquisition and Use: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
Objectives:
TLW analyze the extent to which a filmed or radio production stays faithful to or departs from the text or script, evaluating the
choices made by the director or actors.
TLW conduct research on a playwright or public speaker of choice.
TLW participate in group discussions, and critically evaluate classmates’ arguments.
TLW perform for classmates in a variety of styles (e.g., drama, poetry, speeches, etc.)
TLW write a variety of responses to literature and informational texts, including speeches.
Assessment Product
Class selects a topic and writes a one act play. Students work in groups to write scenes and develop the plot and characters. Small pieces of scenery can be created and used if/when the play is performed. (Expand or reduce as needed.)
Key Questions
What is a universal theme? Is there one in The Diary of Anne Frank? Are there universal issues teens face?
Could the Holocaust occur again?
Are people really good at heart?
Observable Student Behaviors
Students will work together/collaborate
Students will write an essay
Playwriting
Teacher observation and listening as students work in groups
Set design and construction
Play performance
Thumbs up or thumbs down
Vocabulary ELA Dialogue Drama Film noir Flashback Monologue Screenplay Script Staging Analogies Denotation Connotation
Sample 6-12 Workshop Model Bell Ringer/Warm-up Activities 3 minutes Whole Class Presentation/Lesson 15 minutes Small Group Learning-Reading and/or Writing Activities (Author Study/Lit Circles) 12 minutes Independent Learning-Reading and/or Writing Activities (SSR/Computer Time/Centers) 12 minutes Exit Slips/Closing (What have I learned today/What do I need to know/Any problems?) 3 minutes
Suggested Activities [see Legend to highlight MCO and HYS]
Complete reading Diary of Anne Frank HMU4 pg. 544
Based on your experiences reading and performing in this unit, write a response to the essential question: “How is reading a script for a play or speech or poem different than actually performing dramatically?” Which do you prefer and why? Cite specific examples from poems, speeches, or plays read. After your teacher reviews your first draft, work with a partner to edit and strengthen your writing. Be prepared to record your essay and upload it in a multimedia format in order to facilitate sharing it with your classmates. [HYS – CQO, CL]
Watch Anne Frank video or excerpts.
Students listen to the teacher read statements made by Anne Frank. They will be asked to give a thumbs up if they agree, or a thumbs down if they disagree. (Statements) I want my memory to live on after my death; Until mankind undergoes a great change, there will be wars; What is done cannot be undone, but one can prevent it from happening again. The final forming of one’s character lies within one’s hands; It is good to always follow one’s conscience; and in spite of everything, people are really good at heart.
Students work in groups to write scenes for a one act class play.
Homework Read for 30 minutes each evening from a self-selected book and complete a reading log.
Theme Essential Question: How is reading a script for a play or speech or poem different than actually performing dramatically?
Essential Questions:
Standards (Focus)
(Ongoing)
Objectives:
Assessment
Product
Key Questions
Observable Student Behaviors
Vocabulary
ELA
Dialogue
Drama
Film noir
Flashback
Monologue
Screenplay
Script
Staging
Analogies
Denotation
Connotation
Sample 6-12 Workshop Model
Bell Ringer/Warm-up Activities 3 minutes
Whole Class Presentation/Lesson 15 minutes
Small Group Learning-Reading and/or Writing Activities (Author Study/Lit Circles)
12 minutes
Independent Learning-Reading and/or Writing Activities (SSR/Computer Time/Centers) 12 minutes
Exit Slips/Closing (What have I learned today/What do I need to know/Any problems?) 3 minutes
Suggested Activities [see Legend to highlight MCO and HYS]
- Complete reading Diary of Anne Frank HMU4 pg. 544
Based on your experiences reading and performing in this unit, write a response to the essential question: “How is reading a script for a play or speech or poem different than actually performing dramatically?” Which do you prefer and why? Cite specific examples from poems, speeches, or plays read. After your teacher reviews your first draft, work with a partner to edit and strengthen your writing. Be prepared to record your essay and upload it in a multimedia format in order to facilitate sharing it with your classmates. [HYS – CQO, CL]- Watch Anne Frank video or excerpts.
Students listen to the teacher read statements made by Anne Frank. They will be asked to give a thumbs up if they agree, or a thumbs down if they disagree. (Statements) I want my memory to live on after my death; Until mankind undergoes a great change, there will be wars; What is done cannot be undone, but one can prevent it from happening again. The final forming of one’s character lies within one’s hands; It is good to always follow one’s conscience; and in spite of everything, people are really good at heart.Homework
Read for 30 minutes each evening from a self-selected book and complete a reading log.
Terminology for Teachers
Lesson Plan in Word Format (Click Cancel if asked to Log In)
Resources
Professional Texts
Literary Texts
Informational Texts
Art, Music, and Media
Manipulatives
Games
Videos
Sight Words
SMART Board Lessons, Promethean Lessons
- R.L. 8.7 Impact of media on the meaning of text
To consider how meanings are changed when texts are adapted to different media.- S.L.8.3 Deliberate ambiguity in speech
Recognize when a speaker is being ambiguous or deliberately vague, glosses over points, uses and abuses.Other Activities, etc.
Language
Arts
Week 1
Week 2
Week 3
Week 4
Matrix
Week 1
Week 2
Week 3
Week 4
Home K-2
Home 3-6
Home 6-8
Unit 1
Unit 2
Unit 3
Unit 4